SOLO Tracker for Assessing Learners’ Degree of Responses to HOTS-Based Science Questions

Afrail Mae S. Sintos
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Afrail Mae S. Sintos: Department of Education, City Schools Division of Tacurong

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 5571-5576

Abstract: The National Achievement Test 2023 for grade 12 learners of San Pablo National High School (SPNHS) learners gained 29.59% in problem solving skills, 33.13% in information literacy, and 30.61% in critical thinking in Science 21st century skills out of 100%. Along this line, the poor assessment results of SPNHS learners greatly demand a significant recalibration of the essential instructional strategies that enhance the critical thinking skills of the learners by applying higher order thinking questions. This research was conducted to assess the effectiveness of SOLO Tracker to the monitor the degree of learner’s response using HOTS-based questions. This study used descriptive-evaluative research design and pre-test and post-test as data gathering instrument. The study was conducted at San Pablo National High School with fifty-five (55) Grade 8 Aries students enrolled in the School Year 2023-2024 as respondents of the study. To determine the significant difference of SOLO Tracker to the degree of learner’s response, mean average scores and z-test were used. The degree of learner’s response significantly increased from unistructural to multi-structural level based on the mean scores 2.13 and 2.87 respectively. Based on the result of the study, researcher recommend that teachers should create assessments that are SOLO-based and PISA-based questions to enhance the critical thinking of the learners. Also, teachers should use SOLO Tracker to monitor the degree of responses of the learners using HOTS-based question.

Date: 2025
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